Facilitating culturally responsive teaching in PETE alumni: a mixed methods analysis

This study examines the culturally responsive teaching self-efficacy (CRTSE) of graduates from an undergraduate Physical Education Teacher Education (PETE) program focused on social justice issues. We examined experiences that facilitated CRT and the areas alumni felt most efficacious. Graduates (n = 43) of a PETE program completed the CRTSE Scale via Qualtrics, and 13 with urban teaching experience completed 45-60 min interviews. Data was analysed using descriptive statistics, comparative data analysis, and reflexive thematic analysis [Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage]. Two major themes were identified from the data: (1) positive clinical experiences within urban schools, and (2) the ability to build relationships within their school communities through respect and trust. Future considerations for clinical experiences, as well as opportunities for teacher candidates to confront their own biases are discussed. As schools become increasingly diverse, PETE programs need to consistently review and revise curricula and experiences to meet culturally diverse students' needs.